THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021
 GLOBAL RECIPROCAL COLLEGES

THE TEACHER AND THE CURRICULUM

I. LEARNING OUTCOMES

This module will help you to:

1. discuss the different curricula that exist in the schools;
2. enhance understanding of the role of the teacher as curricularist; and 3. analyze
the significance of curriculum and curriculum development in the teacher’s
classroom.

II. PRETEST
A. Directions: Match Column A with Column B.
COLUMN A COLUMN B
_______1. Assessed Curriculum A. It was proposed by scholars and
professional organizations.
_______2. Hidden Curriculum B. It appears in school, district, division, or
country documents.
_______3. Learned Curriculum C. It was implemented by the teachers in the
classrooms or schools.
_______4. Recommended D. The resources like textbooks, computers,
Curriculum audio-visual materials which support and
help in the implementation of the
curriculum.
_______5. Supported Curriculum E. It is a curriculum that is tested and
evaluated.
_______6. Taught Curriculum F. It is a curriculum that measures what
students learned.
_______7. Written Curriculum G. It is the unintended curriculum.
B.
_______8. Basic Education A. It is the post-secondary technicalvocational
education and training taken care of TESDA.

_______9. Higher Education B. It includes from Kinder to Grades 1-12.

_______10. Technical-Vocational C. It includes the Baccalaureate or Bachelor’s
Degree and the Graduate Degrees which are
under the regulation of CHED.

IV. CONTENT

A. HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

Education in the Philippines has undergone several stages of development from the
pre-Spanish times to the present. In meeting the needs of the society, education serves as

THE TEACHING PROFESSION

COLLEGE OF
EDUCATION
2020-2021
GLOBAL RECIPROCAL COLLEGES

focus of emphases/priorities of the leadership at certain periods/epochs in our national

struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of
methods. Children were provided more vocational training and less academics (3 Rs) by their
parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish
colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion
oriented. It was for the elite, especially in the early years of Spanish colonization. Access to
education by the Filipinos was later liberalized through the enactment of the Educational Decree
of 1863 which provided for the establishment of at least one primary school for boys and girls in
each town under the responsibility of the municipal government; and the establishment of a
normal school for male teachers under the supervision of the Jesuits. Primary instruction was
free, and the teaching of Spanish was compulsory. Education during that period was inadequate,
suppressed, and controlled. The defeat of Spain by American forces paved the way for
Aguinaldo’s Republic under a Revolutionary Government. The schools maintained by Spain for
more than three centuries were closed for the time being but were reopened on August 29, 1898
by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos,
and the Literary University of the Philippines were established. A system of free and compulsory
elementary education was established by the Malolos Constitution.
An adequate secularized and free public school system during the first decade of American
rule was established upon the recommendation of the Schurman Commission. Free primary
instruction that trained the people for the duties of citizenship and avocation was enforced by the
Taft Commission per instructions of President McKinley. Chaplains and non-commissioned
officers were assigned to teach using English as the medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine
Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of
teachers, so the Philippine Commission authorized the Secretary of Public Instruction to bring to
the Philippines 600 teachers from the U.S.A. They were the Thomasites.

B. TRIFOCAL EDUCATIONAL SYSTEM IN THE PHILIPPINES

The trifocal education system refocused DECS’ mandate to basic education which covers
elementary, secondary and nonformal education, including culture and sports. TESDA now
administers the post-secondary, middle-level manpower training and development while CHED
is responsible for higher education.

THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021
 GLOBAL RECIPROCAL COLLEGES

C. TYPES OF CURRICULUM

7 TYPES OF CURRICULUM ACCORDING TO ALLAN GLATTHORN

1. Recommended Curriculum - The curriculum that is recommended by scholars and

professional organizations.
Basic Education - Recommended by DepEd
Higher Education - Recommended by CHED
Vocational Education - TESDA
2. Written Curriculum - Documents based on recommended curriculum.
Example: syllabi, course of study, module, books or instructional guides, lesson
plan.
3. Taught Curriculum - The curriculum which teachers deliver day by day.
4. Supported Curriculum - Includes those resources that support the curriculum-
textbooks, software, and other media supporting materials that make learning and
teaching meaningful print materials like books, charts, posters, worksheets, or non-print
materials like Power Point presentations, movies, slides, models, mockups, realia
facilities – playground, laboratory, AV rooms, zoo, museum, market or plaza (places
where direct experiences occur).
5. Learned Curriculum - The bottom-line curriculum it is the curriculum that students learn.
6. Assessed Curriculum - The curriculum which appears as tests and performance
measures: state tests, standardized tests, district tests, and teacher-made tests.
7. Hidden/Implicit Curriculum - This is the unintended curriculum. It defines what
students learn from the physical environment, the policies, and the procedures of the
school. Not planned but has a great impact on students.

D. THE TEACHER AS A CURRICULARIST

The term curricularist is an utterly inessential word substituting for the far more
commonly used term curriculum specialist. The phrase “teacher as a curricularist” is referring
to the teacher’s functions with respect to the curriculum. Those functions can vary from school to
school and district to district.

THE TEACHING PROFESSION

COLLEGE OF
EDUCATION
2020-2021
GLOBAL RECIPROCAL COLLEGES

At the very least, a teacher needs to be knowledgeable about the curriculum because they
are responsible for executing it, but they may not be involved in the analysis that was used to
define the goals of the curriculum, the design that was used to plan the curriculum, or the
development that was done to build the curriculum. The curriculum may be canned and presented
to the teacher. Conversely, they may have full control over each phase of the process and have
done the analysis and built the curriculum that they execute and evaluate.

E. ROLES OF TEACERS AS CURRICULARIST

1. Curriculum Designer/Planner/Developer

a. Teachers know their students' needs better than others involved in the curriculum
process. While state or federal standards often dictate the skills covered by the curriculum, a teacher
can provide insight into the types of materials, activities and specific skills that need to be included.
Teachers from multiple grade-levels may collaborate to identify skills students need at each level and
ensure that the curriculum adequately prepares students to advance to the next grade-level and to
meet the standards.
b. The curriculum development process includes several stages such as planning,
preparing, designing, developing, implementing, evaluating, revising, and improving.
c. Teachers know the needs of all stakeholders of teacher education. Teachers can
understand the psychology of the learner. Teachers are aware about the teaching methods and
teaching strategies. Teachers also play the role as evaluator for the assessment of learning outcomes.

2. Curriculum Implementer/Manager

a. Teachers must implement the curriculum in their own classrooms, sticking to the
plan that has taken so much time, careful planning, and effort to create. When a teacher fails to
properly implement a strong curriculum, she risks not covering standards or failing to implement
effective practices in the classroom. That does not mean a teacher cannot make minor changes. In
fact, a strong curriculum is designed to allow a teacher to be flexible and to insert a few personalized
components or choose from among a selection of activities.
b. Teachers are viable candidates for curriculum leadership is their presence in the
classroom level. It is in the classroom where the curriculum is carried out. Since the classroom is
basically the work field of teachers, teachers experience first-hand the results of curriculum planning
and how these make an impact on the learners. Teachers are in the best position to witness whether
the curriculum is at odds or in keeping with the needs and interests of students.
c. Teachers can best judge whether or not a particular curriculum design (i.e.
how content, methods and material are structured and assigned) will meet the specified
curriculum objectives. In addition, their interactions with lay people like students, parents

THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021
 GLOBAL RECIPROCAL COLLEGES

and guardians make them the most capable in bridging the gap between curriculum theory
and practice.

3. Curriculum Innovator

a. Teacher’s do not have the right competencies to fulfill their new roles or if they are not
convinced about the usefulness of an innovation, it provides an important pitfall for
innovative projects in higher education.
b. Teacher’s quality as teacher is considered by the institution most of the time
as a second criterion for authority, power, and status.
c. Teachers should not only implement innovations, but they should also become
actively involved in the development of innovations. In general, itis
assumed that teachers develop co-ownership of a new curriculum when they are
actively involved in its development

4. Curriculum Assessor/Evaluator

a. Teachers use assessment to determine where the child is in the learning

process and what teaching processes have worked. Tests, quizzes, papers, discussion,
observation are a few examples of assessments. The assessments are used by teachers to
evaluate the pupils with grades and/or parent conferences.
b. Teachers develop learning goals that they make known to
students. Teachers develop activities (methods) that guide students toward the
goal. And teachers inform the students what is expected of them when they have
achieved the goal.
c. A teacher's role in curriculum evaluation affects the school's choice of
textbooks, as well as the adoption of special programs to augment educational
standards. Classroom instructors examine the curriculum's objectives to determine the
relevance of the materials. If a great disparity exists, school officials must reassess their
programs or consider editing or remapping the curriculum to best meet the students'
needs.

V. ACTIVITIES

Activity 1: The Curricularist

Directions: Make a 1-page information leaflet or brochure using the roles of teachers as
curricularist. Attach your output together with this module. (50 points)

THE TEACHING PROFESSION

COLLEGE OF
EDUCATION
2020-2021
GLOBAL RECIPROCAL COLLEGES

Activity 2: ESSAY WRITING!

Directions: Write an essay showing the significance of curriculum and curriculum

development in the teacher’s classroom.

VI. SUMMARY

➢ The trifocal education system refocused DECS’ mandate to basic education which
covers elementary, secondary and nonformal education, including culture and sports.
TESDA now administers the post-secondary, middle-level manpower training and
development while CHED is responsible for higher education.
➢ 7 TYPES OF CURRICULUM ACCORDING TO ALLAN GLATTHORN:
Recommended Curriculum, Written Curriculum, Taught Curriculum, Supported
Curriculum, Assessed Curriculum, Learned Curriculum, and Hidden Curriculum.
➢ ROLES OF TEACERS AS CURRICULARIST: Curriculum
Designer/Planner/Developer, Curriculum Implementer/Manager, Curriculum
Innovator, and Curriculum Assessor/Evaluator.

THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021
 GLOBAL RECIPROCAL COLLEGES

VII. POSTTEST
Directions: Match Column A with Column B
COLUMN A COLUMN B
_______1. Assessed Curriculum A. It was proposed by scholars and
professional organizations.
_______2. Hidden Curriculum B. It appears in school, district, division, or
country documents.
_______3. Learned Curriculum C. It was implemented by the teachers in the
classrooms or schools.
_______4. Recommended D. The resources like textbooks, computers,
Curriculum audio-visual materials which support and
help in the implementation of the
curriculum.
_______5. Supported Curriculum E. It is a curriculum that is tested and
evaluated.
_______6. Taught Curriculum F. It is a curriculum that measures what
students learned.
_______7. Written Curriculum G. It is the unintended curriculum.
B.
_______8. Basic Education A. It is the post-secondary technicalvocational
education and training taken care of TESDA.

_______9. Higher Education B. It includes from Kinder to Grades 1-12.

_______10. Technical-Vocational C. It includes the Baccalaureate or Bachelor’s
Degree and the Graduate Degrees which are
under the regulation of CHED.

VIII. REFLECTION

1. What is the most important thing you learned in this module?

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THE TEACHING PROFESSION

COLLEGE OF
EDUCATION
2020-2021
GLOBAL RECIPROCAL COLLEGES

2. Give at least 3 major takeaways from the topics presented in this module.
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3. What was most challenging or least interesting activity you performed?

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4. What do you want to learn more about?

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5. What can/should you do with what you learned?

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IX. ASSIGNMENT

Directions: Read in advance the School Curriculum: Definition, Nature and Scope.

X. REFERENCES

Bilbao, Purita P. The Teaching Profession: LORIMAR Publishing Corporation.

2018 http://hannalyn-jetaime.blogspot.com/2013/10/teaching-as-vocation-mission-and.html
https://kupdf.net/download/the-teaching-profession-allchapters_58e82ee0dc0d60786fda980a_pdf

THE TEACHING and the SCHOOL CURRICULUM

COLLEGE OF EDUCATION
2020-2021